Colorado Teacher-Authored Instructional Unit Sample
Colorado’s District Sample Curriculum Project
Unit Title: The Power of Story
Reading, Writing, and Communicating
11th Grade
INSTRUCTIONAL UNIT AUTHORS
Mapleton School District
Brad Russell
Casey Hudson
Katy Luceno
Lisle Reed
Luke Baker
Otto Espinoza
BASED ON A CURRICULUM
OVERVIEW SAMPLE AUTHORED BY
Plateau School District
Maria Roberts
Windsor School District
Lisa Wennerth
Woodland Park School District
Matt Barton
This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacherauthors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers,
schools, and districts as they make their own local decisions around the best instructional plans and practices for all students.
DATE POSTED: MARCH 31, 2014
Content Area
Course Name/Course Code
Colorado Teacher-Authored Sample Instructional Unit
Reading, Writing, and Communicating
Grade Level
11th Grade
Standard
1. Oral Expression and
Listening
Grade Level Expectations (GLE)
1. Verbal and nonverbal cues impact the intent of communication
2. Validity of a message is determined by its accuracy and relevance
GLE Code
RWC10-GR.11-S.1-GLE.1
RWC10-GR.11-S.1-GLE.2
2.
Reading for All
Purposes
1.
2.
3.
RWC10-GR.11-S.2-GLE.1
RWC10-GR.11-S.2-GLE.2
RWC10-GR.11-S.2-GLE.3
3.
Writing and
Composition
4.
Research and
Reasoning
1.
2.
3.
1.
2.
3.
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning
Ideas synthesized from informational texts serve a specific purpose
Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and
informational texts
Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience
Elements of informational and persuasive texts can be refined to inform or influence an audience
Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity
Self-designed research provides insightful information, conclusions, and possible solutions
Complex situations require critical thinking across multiple disciplines
Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and
confidence
Colorado 21st Century Skills
RWC10-GR.11-S.3-GLE.1
RWC10-GR.11-S.3-GLE.2
RWC10-GR.11-S.3-GLE.3
RWC10-GR.11-S.4-GLE.1
RWC10-GR.11-S.4-GLE.2
RWC10-GR.11-S.4-GLE.3
Text Complexity
Critical Thinking and Reasoning: Thinking
Deeply, Thinking Differently
Invention
Information Literacy: Untangling the Web
Collaboration: Working Together, Learning
Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
Unit Titles
The Power of Story
11th Grade, Reading, Writing, and Communicating
Length of Unit/Contact Hours
4-6 weeks
Unit Title: The Power of Story
Unit Number/Sequence
Page 1 of 22
Colorado Teacher-Authored Sample Instructional Unit
Unit Title
The Power of Story
Focusing Lens(es)
Heroism/Oral Tradition
Inquiry Questions
(EngagingDebatable):
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Unit Strands
Oral Expression and Listening, Reading for all Purposes, Writing and Composition, Research and Reasoning
Concepts
In content:
In reading:
In writing:
Text, literature, topic, source, definition, bias,
logic, narrative
Analysis, theme, word meaning, objective,
subjective, facts, audience, point of view,
characterization, plot
Development, theme, objective, details,
audience, pacing, dialogue, tone
Length of Unit
Standards and Grade
Level Expectations
Addressed in this Unit
4-6 weeks
RWC10-GR.10-S.2-GLE.1
RWC10-GR.10-S.2-GLE.2
RWC10-GR.10-S.2-GLE.3
RWC10-GR.10-S.3-GLE.1
RWC10-GR.10-S.3-GLE.2
RWC10-GR.10-S.4-GLE.1
RWC10-GR.10-S.4-GLE.2
RWC10-GR.10-S.4-GLE.3
How does literature of the past reflect the ideas and values of the present? (RWC10-GR.10-S.2-GLE.1)
Is it possible to be completely objective analyzing ideas? Explain.
Are all new stories just a recycling of older ideas?
Generalizations
My students will Understand that…
Guiding Questions
Factual
Conceptual
Historical texts from the same time period provide
understanding of the prevalent themes and topics of that
time. (RWC10-GR.10-S.2-GLE.1-EO.c.ii), (RWC10-GR.10S.4-GLE.1-EO.f.ii) and (RWC10-GR.10-S.2-GLE.1-EO.a.ii)
What are the benefits in comparing fictional and nonfictional accounts of historical events?
How do different translations of the text change the
author’s intended tone? (RWC10-GR.10-S.2-GLE.1EO.c.i)
How does a writer’s historical and cultural context shape
his/her biases and texts?
Personal beliefs and biases influence reactions to the
viewpoint and logic of others (RWC10-GR.10-S.4-GLE.2EO.e)
Which protagonist best reflects the heroic values of
today? (RWC10-GR.10-S.2-GLE.1-EO.a.ii) and (RWC10GR.10-S.2-GLE.2-EO.a.ii)
Is knowledge of author’s intent important when studying
a text? (RWC10-GR.10-S.2-GLE.2-EO.b.ii)
Quality reasoning requires humility and empathy (RWC10GR.10-S.4-GLE.3-EO.c)
Where in the text do we find an appeal to universal
themes? (RWC10-GR.10-S.4-GLE.3-EO.d)
To what extent is it important to consider other points of
view in an argument? (RWC10-GR.10-S.4-GLE.3EO.a)
Narrative writing develops real or imagined experiences
or events by using effective technique, well-chosen
details, and well-structured sequences. (RWC10-GR.10S.3-GLE.1-EO.a)
Is the connotation of hero applied differently between
the stories? Explain using text-based examples to
support your claim. (RWC10-GR.10-S.2-GLE.3-EO.b)
and (RWC10-GR.10-S.3-GLE.2.b.ii)
How does fiction reflect the beliefs of a society?
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 2 of 22
Colorado Teacher-Authored Sample Instructional Unit
Effective narrative uses techniques such as dialogue,
pacing, description, reflection, and multiple plot lines, to
develop experiences, events and/or characters. (RWC10GR.10-S.3-GLE.1-EO.aii)
What importance does a conclusion have on overall
understanding of a story? (RWC10-GR.10-S.3-GLE.1EO.a.v)
How does characterization help clarify the theme of the
novel?
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
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Foundational works of American literature (RWC10-GR.11-S.2-GLE.1-EO.c.ii) and (
RWC10-GR.11-S.4-GLE.1-EO.f.ii)
The ways in which authors develop and connect interrelated themes over the
course of a text (RWC10-GR.11-S.2-GLE.1-EO.a.ii) and (RWC10-GR.11-S.2-GLE.2EO.a.ii)
How personal beliefs and biases can influence reader reactions to a text (RWC10GR.11-S.4-GLE.2-EO.e)
Narrative elements that develop character traits and character interactions
(RWC10-GR.11-S.3-GLE.1-EO.a.ii)
Narratives elements that develop experiences or events through effective
technique, details, and structured sequences (RWC10-GR.11-S.3-GLE-1-EO.a)
Methods authors employ to develop complex ideas events over the course of a
text (RWC10-GR.11-S.2-GLE.2-EO.a.ii)
Word and phrase meanings utilized in specific texts (RWC10-GR.11-S.2-GLE.1EO.b.i)
Themes that recur over multiple texts from the same time period and/or author
(RWC10-GR.11-S.2-GLE.1-EO.c.ii)
Word meaning and text features for understanding and comprehension (RWC10GR.11-S.2-GLE.2-EO.b.ii) and (RWC10-GR.11-S.2-GLE.3-EO.b)
Methods authors use to explore and expound topic development in a text (RWC10GR.11-S.3-GLE.2-EO.b.ii)
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11th Grade, Reading, Writing, and Communicating
Demonstrate knowledge of 18th, 19th, and early 20th century foundational works
(RWC10-GR.11-S.2-GLE.2-EO.c.ii)
Use text features and graphical representations to complement comprehension
and critical analysis of a text (RWC10-GR.11-S.2-GLE.2-EO.b.ii)
Determine or clarify the meaning of unknown and multiple-meaning words
(RWC10-GR.11-S.2-GLE.3-EO.b.)
Consult reference materials for vocabulary understanding (RWC10-GR.11-S.2GLE.3-EO.b.ii) and (RWC10-GR.11-S.2-GLE.3-EO.b.iv)
Explain how individuals, ideas, or events develop over the course of a text (RWC10GR.11-S.2-GLE.2-EO.a.ii)
Determine two or more themes or ideas of a text and analyze their development
over the course of a text (RWC10-GR.11-S.2-GLE.1-EO.a.ii)
Select the most significant and relevant facts, definitions, details, quotations, or
other information appropriate to audience (RWC10-GR.11-S.3-GLE.2-EO.b.ii)
Write narratives s(RWC10-GR.11-S.3-GLE.1-EO.a)
Create a smooth progression of events or experiences (RWC10-GR.10-S.3-GLE.1EO.a.i)
Use narrative techniques (RWC10-GR.11-S.3-GLE.1-EO.a.ii)
Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole and build toward a particular tone and outcome
(RWC10-GR.11-S.3-GLE.1-EO.a.ii)
Provide a conclusion that follows from the course of the narrative (RWC10-GR.11S.3-GLE.1-EO.a.v)
Analyze the impact of specific word choices on meaning and tone (RWC10-GR.11S.2-GLE.1-EO.b.)
Unit Title: The Power of Story
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Colorado Teacher-Authored Sample Instructional Unit
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the
hypocrisy of slavery through the use of satire.”
A student in ______________ can demonstrate the
ability to apply and comprehend critical language
through the following statement(s):
Harper Lee’s demonstrates the underlying social inequality of America by using the point of view of children and their
innocence as a contrast to the indifference of adult society.
A well written narrative structures itself to convey multiple themes clearly.
Academic Vocabulary:
Inquiry, verify, genre, minority, society, context, analyze, evidence, class structures, critique, inference, substantiate, validity, evaluate, theme,
perspective, criticism, context
Technical Vocabulary:
Writing process, resolution, tone, point of view, style, symbolism, irony, theme, imagery, voice, word choice, rhetoric, sentence variety, diction,
literary movements, denotation, connotation, Romanticism, Transcendentalism, Modernism
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 4 of 22
Colorado Teacher-Authored Sample Instructional Unit
Unit Description:
Considerations:
Throughout this 4-6 week unit, students explore bias, both in their personal lives and within the literature they study. Students will analyze how
personal beliefs and biases influence the way they interact with texts they read and which they produce. The unit culminates with a personal
portfolio project that includes a personal narrative, literary analysis, reflections, and an argument piece in which the students will make
recommendations concerning a literature curriculum.
The authors of this unit chose to explore how authorial bias surfaces in literary and nonfiction texts. The authors of this unit purposely included a
wide arrange of informational and literary texts. Teachers, however, could choose to more narrowly focus on a particular authors, genres, time
periods, literary movements, and so on.
Unit Generalizations
Key Generalization:
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Supporting
Generalizations:
Historical texts from the same time period provide understanding of the prevalent themes and topics of that time
Narrative writing develops real or imagined experiences or events by using effective technique, well-chosen details, and well-structured sequences
Effective narrative uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events and/or
characters
Performance Assessment: The capstone/summative assessment for this unit.
Claims:
Personal beliefs and biases influence reactions to the viewpoint and logic of others
(Key generalization(s) to be mastered and
demonstrated through the capstone assessment.)
Stimulus Material:
(Engaging scenario that includes role, audience,
goal/outcome and explicitly connects the key
generalization)
Product/Evidence:
(Expected product from students)
11th Grade, Reading, Writing, and Communicating
Performance Assessment: As an expert on bias in literature, you have been asked to evaluate the literature curriculum materials
in your school district. Your task will be to evaluate one grade level of the curriculum or one theme or idea that you have
observed through grade levels for bias in the curriculum materials. Your submitted portfolio will include a brief reflection on
your own biases that you have, an analysis of bias in an author study of your choice, and an argument of how curriculum
materials could be adopted to address the issue of bias. You may want to consult this resource as you draft your final
argument: http://www.sadker.org/curricularbias.html (Seven common forms of bias in instructional materials).
Role: Curriculum expert
Audience: District leadership
Format: Portfolio
Topic: Bias in literature curriculum materials
Students will create a portfolio of writing exploring the concept of bias and perspective in literature. Their portfolio will
demonstrate a variety of responses to the readings during the unit and will allow them to express their own understanding of
how bias influences their own writing as well as their reactions to the writings of others.
Unit Title: The Power of Story
Page 5 of 22
Colorado Teacher-Authored Sample Instructional Unit
Personal Portfolio Project
The portfolio may consist of any combination of the student written products generated in the unit:
 the memoir writing that explores their own biases (Learning Experience #8);
 the focus study of their chosen author (Learning Experience #11);
 the empathy piece (Learning Experience #12);
 the reflection on whether a text can ever be devoid of bias (Learning Experience #13) and
 the argument on how curriculum materials adoptions may help in addressing bias (summative writing)
Differentiation:
(Multiple modes for student expression)
Student may use multiple forms (written/oral/visual/digital) of expression for the portfolio components
Student may use single piece of literature for portfolio completion
Texts for independent reading or for class read aloud to support the content
Informational/Non-Fiction
Fiction
Common Sense by Thomas Paine (Lexile =1330)
“Society and Solitude” by Ralph Waldo Emerson (Lexile unavailable)
Walden by Henry David Thoreau (Lexile =1340)
Frankenstein by Mary Shelley (Lexile =1170)
MacBeth William Shakespeare (Lexile=1350)
The Scarlet Letter by Nathaniel Hawthorne (Lexile=1340)
Billy Budd, Sailor by Herman Melville (Lexile =1450)
The Great Gatsby F. Scott Fitzgerald (Lexile=1070)
Black Boy Richard Wright, (Lexile=950)
Absolutely True Diary of a Part-Time Indian Sherman Alexie (Lexile=600)
Macho Victor Villasenor (Lexile =660)
Death of a Salesman by Arthur Miller (Lexile =1320)
Ongoing Discipline-Specific Learning Experiences
1.
Description:
Skills:
When thinking like a literary critic,
students will increase their
vocabulary of literary language
Determine or clarify the meaning of
unknown and multiple-meaning
words
Consult reference materials for
vocabulary understanding
11th Grade, Reading, Writing, and Communicating
Teacher
Resources:
http://www.adlit.org/strategies/22369/ (Graphic organizer -- Frayer Model),
www.quizlet.com (Online Flashcard Generator)
http://d11.org/Instruction/Literacy.LanguageArts/Academic%20Vocabulary/Academic%20Voca
b%20Strategies/6-step%20organizer.pdf (Marzano’s 6-step model)
Student
Resources:
Included with teacher resources
Assessment:
Students will demonstrate their vocabulary development in writing, class discussions, and with
teacher conferences.
Unit Title: The Power of Story
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Colorado Teacher-Authored Sample Instructional Unit
2.
3.
Description:
In reading like a literary critic,
students will deepen and enrich
their research skills
Teacher
Resources:
https://owl.english.purdue.edu/owl/section/2/ [Purdue’s online writing lab (OWL) research
resources]
http://www.csuchico.edu/lins/handouts/eval_websites.pdf (Rubric for evaluating sources)
Student
Resources:
https://owl.english.purdue.edu/owl/section/2/ [Purdue’s online writing lab (OWL) research
resources]
http://www.csuchico.edu/lins/handouts/eval_websites.pdf (Rubric for evaluating sources)
Skills:
Select the most significant and
relevant facts, definitions, details,
quotations, or other information
appropriate to audience
Assessment:
Students will demonstrate their researching skills in authentic writing tasks, class discussions,
and with teacher conferences.
Description:
Students will develop narrative
writing skills
Teacher
Resources:
http://writingfix.com/genres/narrative.htm (The Writing Fix’s resources for narrative wrting)
https://owl.english.purdue.edu/owl/resource/685/04/ [Purdue’s online writing lab (OWL)
narrative resources]
Student
Resources:
Graphic organizers, drafts of papers, peer edit form, rubric
Assessment:
Students will demonstrate their researching skills in authentic writing tasks, class discussions,
and with teacher conferences.
Skills:
Write narratives
Use narrative techniques
Use a variety of techniques to
sequence
Provide a conclusion that follows
from the course of the narrative
Analyze the impact of specific word
choices on meaning and tone
Prior Knowledge and Experiences
Students should have grade level literacy skills in narrative writing, literary analysis, the writing process, researching, and speaking and listening skills in group projects.
Learning Experience # 1
Teacher may brainstorm with students around the concept of “bias” so that students begin to understand the range of
perspectives and interpretations of the word and concept. This may include an exploration into the connotation of the word
“bias.”
Generalization Connection(s):
11th Grade, Reading, Writing, and Communicating
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Unit Title: The Power of Story
Page 7 of 22
Colorado Teacher-Authored Sample Instructional Unit
Teacher Resources:
http://www.tolerance.org/magazine/number-37-spring-2010/feature/i-don-t-think-i-m-biased (Professional Development on
Personal Biases and Teaching Bias)
Student Resources:
N/A
Assessment:
Students will write an exit ticket reflecting on their understanding of bias. http://exitticket.org/ (Online exit ticket form)
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
N/A
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
N/A
Critical Content:


Key Skills:
 Analyze the impact of specific word choices on meaning and tone
Critical Language:
Bias, assumption, inference, tone, voice, diction, word choice, stereotype, imply, analysis, connotation, denotation
How personal beliefs and biases can influence reader reactions to a text
Word and phrase meanings utilized in specific texts
Learning Experience # 2
The teacher may use excerpts from contemporary informational and literary texts (See Teacher Resources) so that students can
begin identifying language that signifies authorial bias (word choice, phrases, images, figurative language, etc.). [Understanding
text, responding to text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Teacher Resources:
http://www.tolerance.org/magazine/number-37-spring-2010/feature/i-don-t-think-i-m-biased (Professional Development on
Personal Biases and Teaching Bias)
http://teachingasleadership.org/sites/default/files/Related-Readings/DCA_Ch5_2011.pdf (Lesson Plan on Teaching Bias and
Privilege)
http://mediasmarts.ca/lessonplan/bias-lesson (Media Bias Lesson Plan)
http://www.pdesas.org/module/content/resources/19402/view.ashx (Lesson Plan: What is Bias and How do You Recognize It?)
http://www.socialstudies.com/pdf/DZ268VP2TG.pdf (Multi-Day Lesson Plan on Bias from Discovery)
http://www.commentarymagazine.com/2012/04/04/statistics-prove-bias-against-women/ (“Statistics Prove the Bias against Women
in Literature,” from Commentary magazine)
http://rewordify.com/ (Differentiation tool for simplifying complex texts)
http://www.readworks.org (Leveled comprehension texts on a variety of topics)
www.newsela.com (Variety of current events topics which can be transformed to different lexile levels)
http://www.usnews.com/cartoons/immigration-cartoons (Political cartoons)
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 8 of 22
Colorado Teacher-Authored Sample Instructional Unit
Student Resources:
http://akdart.com/med6.html (Link to Examples of Media Bias)
http://www.denverpost.com/editorials/ci_24687970/no-right-refuse-gay-couples-wedding-cake (Article about Sexual Orientation
Bias)
http://www.cagle.com/topics/government/politics-government/cartoon-bias/ (Bias in Political Cartoons)
http://www.sportingnews.com/nfl/story/2014-01-19/richard-sherman-post-game-interview-michael-crabtree-video-gif-quote-erinandrews-seahawks-49ers-score (Video of Richard Sherman Post-Game Interview)
http://www.ccctc.k12.oh.us/Downloads/Gender%20Bias%20in%20the%20Classroom2.pdf (Examples of Gender Bias in the
Classroom)
http://www.usnews.com/cartoons/immigration-cartoons (Political Cartoons on Immigration)
http://www.usnews.com/cartoons/political-cartoons-on-the-boston-marathon-bombings?int=ad0986 (Boston Marathon Bombing
Cartoons)
http://www.usnews.com/cartoons/editorial-cartoons-about-the-newtown-shooting (Newtown Shooting Cartoon)
Assessment:
Students will write an exit ticket reflecting on their understanding of bias in various forms of informational text or popular media.
http://exitticket.org/ (Online exit ticket form). Students may use a double entry journal format to capture the evidence in one
column and note the bias of the evidence in the other. http://www.adlit.org/strategies/22091/ (Double entry journal)
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide a variety of resources in diverse formats
(text, visuals, videos, etc.)
Teacher may provide lists of key vocabulary and definitions
Teacher may provide transcripts of video
Teacher may provide leveled texts
Teacher may provide highlighted texts
Teacher may provide guided/structured notes for student
completion
Teacher may provide background information/explanations
that supplement specific resources
Teacher may provide peer assistance (translation, etc.)
Teacher may provide cooperative learning groups
Teacher may provide alternate rubric prepared for oral and
/or written response
http://rewordify.com/ (Online differentiation tool for
simplifying complex texts)
http://www.readworks.org (Online leveled comprehension
texts on a variety of topics)
www.newsela.com (Variety of current events topics which can
be transformed to different lexile levels)
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may have assignments modified for length and/or
complexity (e.g. short constructed response).
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 9 of 22
Colorado Teacher-Authored Sample Instructional Unit
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide leveled texts
Teacher may provide peer teaching opportunities
Teacher may provide cooperative learning groups
Teacher may provide “more subtle” examples of bias
Teacher may provide deeper/more complex connections to
topic (e.g. personal connections between bias example
and their own experience)
Teacher may provide opportunities to find divergent examples
on a single topic
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may present a topic to a group or whole class
Students may teach a mini-lesson to a group or whole class
Students may include “community/social impact” as part of their
reflection
Critical Content:
 How personal beliefs and biases can influence reader reactions to a text
 Word and phrase meanings utilized in specific texts
Key Skills:
 Explain how individuals, ideas, or events develop over the course of a text
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
 Analyze the impact of specific word choices on meaning and tone
Critical Language:
Bias, assumption, inference, tone, voice, diction, word choice, stereotype, imply, analysis, connotation, denotation
Learning Experience # 3
The teacher may use shorter historical, informational text(s) (e.g., Ben Franklin’s letter on German Immigration) that will foster
discussion around bias so that students can identify and analyze bias within the text (e.g., word choice, phrases, images,
figurative language, etc.). [Understanding text, responding to text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Effective narrative uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events and/or characters
Teacher Resources:
http://www.indianahistory.org/teachers-students/teacher-resources/classroom-tools/immigration-and-ethnic-heritage/they-arenot-like-us (Ben Franklin Letter on German Immigration with Lesson Plan)
http://www.pennsbury.k12.pa.us/pennsbury/Staff%20Pages/Pennsbury%20High%20West/Swope,%20Megan/Courses/Modern%20
United%20States%20History/Writing%20Skills%20and%20Aids/DBQ%3A%20ANALYZING%20BIAS%20%26%20POINT%20OF%20VI
EW.pdf (Analyzing Bias Rubric)
http://artsbeat.blogs.nytimes.com/2011/05/05/new-study-finds-gender-bias-in-childrens-books/?_php=true&_type=blogs&_r=0
(“New Study Finds Gender Bias in Children’s Books,” NY Times article)
http://www.commentarymagazine.com/2012/04/04/statistics-prove-bias-against-women/ (“Statistics Prove the Bias against Women
in Literature,” from Commentary magazine)
https://cdr.lib.unc.edu/record/uuid:c0a9cfa3-7505-434d-ac22-98e94cfdc9e8 (“Gender Bias and Stereotypes in Young Adult
Literature: A Content Analysis of Novels for Middle School Students”)
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 10 of 22
Colorado Teacher-Authored Sample Instructional Unit
http://www.catholicleague.org/anti-catholic-bias-in-childrens-literature-2/ (Anti-Catholic Bias in Children’s Literature”)
Anaya, Rudolfo. “Take the Tortillas Out of Your Poetry”
Student Resources:
Benjamin Franklin, http://www.indianahistory.org/teachers-students/teacher-resources/classroom-tools/immigration-and-ethnicheritage/they-are-not-like-us
Assessment:
Students will write an exit ticket reflecting on their understanding of bias in various forms of historical texts. Students may use this
rubric to analyze bias in text http://www.intime.uni.edu/multiculture/curriculum/children.htm (Rubric for evaluating bias – adapt
as necessary)
http://exitticket.org/ (Online exit ticket form). Students may use a double entry journal format to capture the evidence in one
column and note the bias of the evidence in the other. http://www.adlit.org/strategies/22091/ (Double entry journal)
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide lists of key vocabulary and concepts
Teacher may provide leveled texts
Teacher may provide additional research resources, such as
bilingual dictionaries, thesauruses, word-for-word
glossaries, etc
Teacher may provide guided/structured notes for student
completion
Teacher may provide highlighted text
Teacher may provide peer assistance (translation, etc.)
Teacher may provide cooperative learning groups
Teacher may provide teacher-led small groups
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may have assignments modified for length and/or
complexity (e.g. short constructed response)
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide leveled texts
Teacher may provide multiple texts (for comparison)
Teacher may provide more subtle/complex examples of bias
for student analysis
Students may complete the reflection in a variety of formats –
written, oral, visual
Critical Content:



Key Skills:
 Use text features and graphical representations to complement comprehension and critical analysis of a text
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
 Analyze the impact of specific word choices on meaning and tone
Critical Language:
Word choice, bias, assumptions, inference, analysis, techniques, dialogue
11th Grade, Reading, Writing, and Communicating
How personal beliefs and biases can influence reader reactions to a text
Word and phrase meanings utilized in specific texts
How personal beliefs and biases can influence reader reactions to a text
Unit Title: The Power of Story
Page 11 of 22
Colorado Teacher-Authored Sample Instructional Unit
Learning Experience # 4
The teacher may use shorter literary text(s) (e.g. see Teacher Resources) that will foster discussion around bias so that students
can identify and analyze bias within the text. [Understanding text, responding to text, critiquing text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Effective narrative uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events and/or characters
Teacher Resources:
Kate Chopin, “Desiree’s Baby”
Sandra Cisneros, House on Mango Street
Nadine Gordimer “Once Upon Time”
Ned Guymon, “Conversation Piece”
http://artsbeat.blogs.nytimes.com/2011/05/05/new-study-finds-gender-bias-in-childrens-books/?_php=true&_type=blogs&_r=0
(“New Study Finds Gender Bias in Children’s Books,” NY Times article)
http://www.commentarymagazine.com/2012/04/04/statistics-prove-bias-against-women/ (“Statistics Prove the Bias against Women
in Literature,” from Commentary magazine)
https://cdr.lib.unc.edu/record/uuid:c0a9cfa3-7505-434d-ac22-98e94cfdc9e8 (“Gender Bias and Stereotypes in Young Adult
Literature: A Content Analysis of Novels for Middle School Students”)
http://www.catholicleague.org/anti-catholic-bias-in-childrens-literature-2/ (Anti-Catholic Bias in Children’s Literature”)
Anaya, Rudolfo. “Take the Tortillas Out of Your Poetry”
Student Resources:
Kate Chopin, “Desiree’s Baby”
Sandra Cisneros, House on Mango Street
Nadine Gordimer “Once Upon Time”
Ned Guymon, “Conversation Piece”
Assessment:
Students will write a brief literary analysis of bias in the text examining word choice, imagery, etc. http://exitticket.org/ (Online exit
ticket form). Students may use a double entry journal format to capture the evidence in one column and note the bias of the
evidence in the other prior to writing their analysis. http://www.adlit.org/strategies/22091/ (Double entry journal)
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide lists of key vocabulary and definitions
Teacher may provide peer assistance (translation, etc.)
Teacher may provide cooperative learning groups
Students may complete the notes in a variety of formats – written,
oral, visual – prior to writing
Students may have assignments modified for length and/or
complexity (e.g. short constructed response)
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
Students may complete the reflection in a variety of formats –
written, oral, visual
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 12 of 22
Colorado Teacher-Authored Sample Instructional Unit
Critical Content:



Key Skills:
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
 Analyze the impact of specific word choices on meaning and tone
Critical Language:
Bias, word choice, historical context, thesis, theme, evidence, literary analysis
How personal beliefs and biases can influence reader reactions to a text
Word and phrase meanings utilized in specific texts
How personal beliefs and biases can influence reader reactions to a text
Learning Experience # 5
Teacher may engage students in a Socratic seminar so that students can begin to critically analyze bias in the relationship
between author and reader as developed through the texts studied in prior Learning Experiences. [Understanding text,
responding to text, critiquing text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Teacher Resources:
Texts from prior Learning Experiences.
http://www.engageny.org/sites/default/files/resource/attachments/socratic_seminar_protocol_el_012612.pdf (Sample Socratic
Rubric and Protocol)
Student Resources:
Students come prepared with self-generated discussion questions and/or talking points
Students come prepared with notes from prior learning experiences and exit tickets
Assessment:
Students will participate in Socratic seminar and be assessed on questions generated, their responses to questions posed, and active
participation. http://www.engageny.org/sites/default/files/resource/attachments/socratic_seminar_protocol_el_012612.pdf
(Socratic seminar protocols and rubric)
http://ww2.chandler.k12.az.us/cms/lib6/AZ01001175/Centricity/Domain/1070/Socratic_Seminar_Observation_Form.pdf (Peer and
self-evaluation templates for Socratic Seminar)
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide prompts and/or models to support
students in generating questions
Teacher may provide guided/structured notes for studentgenerated questions
Teacher may provide peer assistance (translation, etc.)
Teacher may provide cooperative learning groups
Students may work with partners during seminar
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide opportunities to lead/facilitate
discussions
Teacher may provide opportunities to summarize findings of
the group orally or in written form
N/A
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 13 of 22
Colorado Teacher-Authored Sample Instructional Unit
Critical Content:



Key Skills:
 Explain how individuals, ideas, or events develop over the course of a text
 Determine two or more themes or ideas of a text and analyze their development over the course of a text
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
Critical Language:
Bias, Socratic seminar, active participation, talking points, fishbowl, evidence
How personal beliefs and biases can influence reader reactions to a text
Word and phrase meanings utilized in specific texts
Themes that recur over multiple texts from the same time period and/or author
Learning Experience #6
The teacher may facilitate activities so that students can begin to analyze and reflect on their own personal biases. [Producing
text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Teacher Resources:
http://www.montgomeryschoolsmd.org/departments/studentaffairs/pdf/sa/resources/communications/act.listening.pdf (Cash
Register Story that examines bias with accompanying Lesson Plan)
http://teachingasleadership.org/sites/default/files/Related-Readings/DCA_Ch5_2011.pdf (“Exposing Privilege”--List of Privileges to
use for self or students)
Student Resources:
https://implicit.harvard.edu/implicit/ (Harvard Implicit Bias Test)
http://archive.peabody.yale.edu/education/evo/evotoolkit/Curriculum/Assumptions%20&%20Stereotypes%204%20Facilitators.pdf
(Yale Assumptions Game)
http://www.albany.edu/ssw/efc/pdf/Module%205_1_Privilege%20Walk%20Activity.pdf (Activity to Identify Privileges)
Assessment:
Students will write a reflection on their awareness of personal biases. http://exitticket.org/ (Online exit ticket form)
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide lists of key vocabulary and definitions
Teacher may provide peer assistance (translation, etc.)
Teacher may provide cooperative learning groups
Teacher may provide written copy of activity statements prior
to/during activity
Teacher may provide alternate rubric prepared for oral and/or
written response
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may have assignments modified for length and/or
complexity (e.g. short constructed response)
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 14 of 22
Colorado Teacher-Authored Sample Instructional Unit
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide additional guiding questions
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may include “community/social impact” as part of their
reflection
Students may reflect on a broader range of questions: e.g., How do
your biases impact the choices that affect your future? How do
societal biases impact the choices that affect your future? Do
you think it is possible for people to change their biases?
Why/Why not?
Critical Content:

Key Skills:
 Explain how individuals, ideas, or events develop over the course of a text
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
Critical Language:
Bias, assumption, privilege, empathy, metacognition, introspection, stereotype, imply
How personal beliefs and biases can influence reader reactions to a text
Learning Experience # 7
The teacher may model narrative writing (e.g. short memoir or excerpt) so that students can begin to use the autobiographical
writing process to explore personal vulnerabilities. [Producing text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Narrative writing develops real or imagined experiences or events by using effective technique, well-chosen details, and wellstructured sequences
Effective narrative uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events and/or characters
Teacher Resources:
Sample Narrative from students/authors
http://web.gccaz.edu/~mdinchak/101online_new/assignment3writing.htm (Planning Narrative Writing)
These narratives may take the form of memoir, journals, interview with self, letters, auto-ethnography
Student Resources:
Prewrite
Notes
Timeline of Major Life Experiences
https://owl.english.purdue.edu/owl/resource/685/04/ (Defining the Narrative Essay)
Assessment:
Students will have evidence of student choice and initial planning of narrative/memoir focus
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 15 of 22
Colorado Teacher-Authored Sample Instructional Unit
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide lists of key vocabulary and concepts
Teacher may provide graphic organizers (evidence of
planning)
Teacher may provide individual conferences regarding next
steps
Teacher may provide leveled models/exemplars of final
product
Student may use graphic organizers and/or alternate expressions of
prewriting, notes and timeline
Students may choose specific type of narrative text they want to
produce
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide opportunities for differentiated
expression
Student may use alternate expressions of prewriting, notes and
timeline evidence
Critical Content:



Key Skills:




Critical Language:
Narrative, memoir, bias, autobiographical, genre, auto-ethnography
How personal beliefs and biases can influence reader reactions to a text
Narrative elements that develop character traits and character interactions
Narratives elements that develop experiences or events through effective technique, details, and structured sequences
Write narratives
Create a smooth progression of events or experiences
Use narrative techniques
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome
Learning Experience # 8
The teacher may review aspects of the narrative writing process so that students can explore specific writing techniques for
developing effective/powerful memoirs. [Producing text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Narrative writing develops real or imagined experiences or events by using effective technique, well-chosen details, and wellstructured sequences
Effective narrative uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events and/or characters
Teacher Resources:
Sample Narrative from students/authors
http://web.gccaz.edu/~mdinchak/101online_new/assignment3writing.htm (Planning Narrative Writing)
These narrative forms might include memoir, journals, interview with self, letters, auto-ethnography
https://owl.english.purdue.edu/owl/resource/561/05/ (Revising Overview)
Student Resources:
https://owl.english.purdue.edu/owl/resource/685/04/ (Defining the Narrative Essay)
https://owl.english.purdue.edu/owl/resource/561/05/ (Revising Overview)
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 16 of 22
Colorado Teacher-Authored Sample Instructional Unit
Assessment:
Students will produce final draft of memoir evaluated by teacher rubric with peer edit form.
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide models/exemplars of effective writing
Teacher may provide one-on-one conferences
Teacher may provide alternative rubric for oral and/or written
expression
Students may use a variety of formats to complete the assignment,
e.g. a written piece as well as an oral explanation
Students may modified product for length and/or complexity
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide opportunities for extended expression,
including – but not limited to – college-ready expectations
(high-level academic language, MLA format, citations, etc.)
Teacher may provide alternative rubric for advanced
expectations
Student may use a variety of formats to complete the assignment
Critical Content:
 How personal beliefs and biases can influence reader reactions to a text
 Narrative elements that develop character traits and character interactions
 Narratives elements that develop experiences or events through effective technique, details, and structured sequences
Key Skills:




Critical Language:
Bias, narrative, autobiographical, revise vs. edit
Write narratives
Create a smooth progression of events or experiences
Use narrative techniques
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome
 Provide a conclusion that follows from the course of the narrative
 Analyze the impact of specific word choices on meaning and tone
Learning Experience # 9
The teacher may model the close study of a focus author so students can analyze how bias surfaces in multiple works by one
author. [Understanding text, responding to text, critiquing text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Effective narrative uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events and/or characters
Teacher Resources:
Excerpts and short works from the focus author
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 17 of 22
Colorado Teacher-Authored Sample Instructional Unit
Student Resources:
http://www.rcampus.com/rubricshowc.cfm?code=Y5BXA8&sp=yes& (Rubric for evaluating children’s literature that may be adapted
for discussion purposes)
http://www.intime.uni.edu/multiculture/curriculum/children.htm (Rubric for evaluating children’s literature that may be adapted for
discussion purposes)
Assessment:
Students will, using criteria from the rubrics in Student Resources, critique the selected works from the focus author for bias.
http://exitticket.org/ (Online exit ticket form). Students may use a double entry journal format to capture the evidence in one
column and note the bias of the evidence in the other prior to writing their analysis. http://www.adlit.org/strategies/22091/
(Double entry journal)
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide classroom texts in a variety of formats
(video, audio, graphic novels, abridged editions, leveled
texts, etc.)
Teacher may provide lists of key vocabulary and definitions
Teacher may provide excerpts of classroom texts that convey
essential ideas and/or themes of bias
Teacher may provide guided/structured notes for student
completion
Teacher may provide peer assistance (translation, etc.)
Teacher may provide cooperative learning groups
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may have assignments modified for length and/or
complexity (e.g. short constructed response)
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
Students may complete the reflection in a variety of formats –
written, oral, visual
Critical Content:




Key Skills:
 Determine two or more themes or ideas of a text and analyze their development over the course of a text
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
 Analyze the impact of specific word choices on meaning and tone
Critical Language:
Bias, word choice, historical context, thesis, theme, evidence, literary analysis
The ways in which authors develop and connect interrelated themes over the course of a text
Methods authors employ to develop complex ideas events over the course of a text
Themes that recur over multiple texts from the same time period and/or author
Word and phrase meanings utilized in specific texts
Learning Experience # 10
The teacher may identify the criteria for author selection so that students can explore an author of their choice to deepen their
understanding of recognizing author bias (word choice, phrases, images, figurative language, etc.).
Generalization Connection(s):
11th
Grade, Reading, Writing, and Communicating
Quality reasoning requires humility and empathy
Unit Title: The Power of Story
Page 18 of 22
Colorado Teacher-Authored Sample Instructional Unit
Teacher Resources:
N/A
Student Resources:
Student choice of focus author and identified works
Assessment:
Students will identify the author for their focus and identify works they will study.
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
N/A
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
N/A
N/A
Critical Content:




The ways in which authors develop and connect interrelated themes over the course of a text
Methods authors employ to develop complex ideas events over the course of a text
Themes that recur over multiple texts from the same time period and/or author
Word and phrase meanings utilized in specific texts
Key Skills:




Use text features and graphical representations to complement comprehension and critical analysis of a text
Explain how individuals, ideas, or events develop over the course of a text
Determine two or more themes or ideas of a text and analyze their development over the course of a text
Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
Critical Language:
Inference, analysis, bias, motivation, empathy, humility
Learning Experience # 11
The teacher may model ways to support literary analysis with relevant biographical/historical documentation so that students
can begin to synthesize information with their analysis of textual evidence to understand author bias. [Understanding text,
responding to text, critiquing text]
Generalization Connection(s):
Historical texts from the same time period provide understanding of the prevalent themes and topics of that time
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Teacher Resources:
https://owl.english.purdue.edu/owl/section/2/8/ (Purdue’s Research Overview)
http://molib.org/conference/2013/presentations/Borgerding-ShowTell-craap-rubric.pdf (CRAAP Rubric for Evaluating Sources)
Videos resources of historical context, author, author interviews
Student Resources:
https://owl.english.purdue.edu/owl/section/2/8/ (Purdue’s Research Overview)
http://molib.org/conference/2013/presentations/Borgerding-ShowTell-craap-rubric.pdf (CRAAP Rubric for Evaluating Sources)
Use encyclopedia entry or wikipedia as possible model for final product
Product Rubric
11th Grade, Reading, Writing, and Communicating
Unit Title: The Power of Story
Page 19 of 22
Colorado Teacher-Authored Sample Instructional Unit
Assessment:
Students will produce a brief author’s bio to include the following elements*:
1. Historical Context of the time she/he wrote
2. Life Experiences that may have influenced her/his biases or writing
3. Student analysis/synthesis on how the author’s experiences or cultural/historical context created potential biases and how those
biases are evident in the writing; Students may want to use the rubric for examining bias for this portion of the author’s bio:
(http://www.intime.uni.edu/multiculture/curriculum/children.htm (Rubric for evaluating children’s literature but appropriate
here or it may be adapted)
*Can be oral/written/visual presentation or in the form of encyclopedia entry
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide guided/structured research notes for
student completion
Teacher may provide leveled texts
Teacher may provide focused set of research resources
Teacher may provide alternate rubric for oral and/or written
expression
Teacher may provide timeline for product elements 1 and 2
Students may complete the author’s bio in a variety of formats –
written, oral, visual
Students may modify product for length and/or complexity
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide opportunities for more complex
research/analysis of resources
Teacher may provide opportunities for high-level expectations
for oral and/or written expressions, including high-level
academic vocabulary, use of MLA format, citations, etc.
Teacher may provide opportunities for alternate rubric for
oral and/or written expression
Students may complete the reflection in a variety of formats –
written, oral, visual
Critical Content:




Key Skills:
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
 Create a smooth progression of events or experiences
 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome
Critical Language:
Historical context, author influence, credibility and reliability
11th Grade, Reading, Writing, and Communicating
The ways in which authors develop and connect interrelated themes over the course of a text
Methods authors employ to develop complex ideas events over the course of a text
Themes that recur over multiple texts from the same time period and/or author
Word and phrase meanings utilized in specific texts
Unit Title: The Power of Story
Page 20 of 22
Colorado Teacher-Authored Sample Instructional Unit
Learning Experience # 12
The teacher may engage students in reviewing the author study so that students can consider how an author arouses/deadens
empathy in the reader for the ideas, people, or themes in the text. [Understanding text, responding to text, critiquing text]
Generalization Connection(s):
Historical texts from the same time period provide understanding of the prevalent themes and topics of that time
Quality reasoning requires humility and empathy
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Teacher Resources:
Assignment guidelines for research synthesis
Students will be asked to argue where bias is evident in the text
Assessment material
Student Resources:
Exemplar
Rubric
Guiding Question
Assessment:
Students will write a short reflection exploring questions such as: “Does author bias get in the way of the reader empathizing with his
or her point?” or “In what ways does bias either distance the reader from the author’s theme or message or draw a reader in?”
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide graphic organizers
Teacher may provide leveled texts
Teacher may provide guided/structured notes for applying
research notes to short essay
Teacher may provide models/exemplars of short essay format
Teacher may provide individual conferences
Teacher may provide focused resources/excerpts that have
been used throughout the unit thus far
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may modify product for length and/or complexity
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide opportunities for inclusion of additional
pieces of evidence in final product
Teacher may provide opportunities for use of MLA or other
standardized style guide
Teacher may provide opportunities for comparison/contrast
of multiple works by the author
Students may complete the reflection in a variety of formats –
written, oral, visual
Critical Content:




Key Skills:
 Select the most significant and relevant facts, definitions, details, quotations, or other information appropriate to audience
Critical Language:
Synthesis, analyze, bias, evaluate, textual evidence
11th Grade, Reading, Writing, and Communicating
The ways in which authors develop and connect interrelated themes over the course of a text
Methods authors employ to develop complex ideas events over the course of a text
Themes that recur over multiple texts from the same time period and/or author
Word and phrase meanings utilized in specific texts
Unit Title: The Power of Story
Page 21 of 22
Colorado Teacher-Authored Sample Instructional Unit
Learning Experience # 13
The teacher may engage student reflection of the unit so that students can consider whether “unbiased text” is (or should be)
even a possibility. [Producing text]
Generalization Connection(s):
Personal beliefs and biases influence reactions to the viewpoint and logic of others
Quality reasoning requires humility and empathy
Narrative writing develops real or imagined experiences or events by using effective technique, well-chosen details, and wellstructured sequences
Teacher Resources:
N/A
Student Resources:
All Previous Unit Material
Rubric
Assessment:
Students will write a brief reflection exploring questions such as “Can an author produce a text devoid of bias? Is that a good or bad
thing?” or “If bias is unavoidable, are all texts political or social commentary?”
Differentiation:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide models/exemplars of effective
reflections
Teacher may provide individual conferences
Teacher may provide peer assistance (e.g. translation, etc.)
Teacher may provide cooperative learning groups
Teacher may provide guiding questions and/or sentence
frames to help shape final reflection
Teacher may provide alternate rubric for written and/or oral
expression
Students may complete the reflection in a variety of formats –
written, oral, visual
Students may modify product for length and/or complexity
Extensions for depth and complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
Teacher may provide opportunities for additional research
Students may cite specific examples of developed empathy and/or
actions taken as a result
Critical Content:




Key Skills:
 Explain how individuals, ideas, or events develop over the course of a text
 Determine two or more themes or ideas of a text and analyze their development over the course of a text
 Provide a conclusion that follows from the course of the narrative
Critical Language:
Reflection, self-awareness, empathy, bias, metacognition
11th Grade, Reading, Writing, and Communicating
The ways in which authors develop and connect interrelated themes over the course of a text
Methods authors employ to develop complex ideas events over the course of a text
Themes that recur over multiple texts from the same time period and/or author
Word and phrase meanings utilized in specific texts
Unit Title: The Power of Story
Page 22 of 22